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Iron deficiency and essential learning behavior among rural school children

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Abstract:

In rural, northwest China, anemia debilitates millions of children, constraining their ability to learn and progress through school. Anemia is doubly burdensome because not only does it have short and long term health consequences, it also has serious implications for the educational performance of those with the disease. Iron deficiency leads to apathy, listlessness, a compromised immune system and poor physical growth which may impair school behaviors required for learning, such as concentration, controlling impulsivity, and following instructions. In this paper, we use a rich, representative, longitudinal data set gathered in rural, Gansu province, China in to explore the linkages between iron deficiency, school behaviors requisite for learning, and future educational outcomes. We first provide an overview of common nutritional barriers faced by rural Chinese children. Next, we synthesize research that explores the links between child nutrition and learning behaviors, focusing specifically on the role of iron. Then, we investigate the linkages between iron deficiency and children’s learning behavior in rural schools. To conclude, we examine association between iron-deficiency and future educational outcomes. Because iron can be modified through nutrition, understanding the relationship between iron and learning has important educational implications in China and other developing nations where children suffer from micro-nutrient deficiencies. Perhaps more even more importantly, in the global context of emerging school-based health programs, our findings suggest that nutrition-focused interventions should be an important part of such programs
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486190_index.html
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MLA Citation:

Adams, Jennifer. and Davidson, Shannon. "Iron deficiency and essential learning behavior among rural school children" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486190_index.html>

APA Citation:

Adams, J. H. and Davidson, S. "Iron deficiency and essential learning behavior among rural school children" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486190_index.html

Publication Type: Panel Paper
Abstract: In rural, northwest China, anemia debilitates millions of children, constraining their ability to learn and progress through school. Anemia is doubly burdensome because not only does it have short and long term health consequences, it also has serious implications for the educational performance of those with the disease. Iron deficiency leads to apathy, listlessness, a compromised immune system and poor physical growth which may impair school behaviors required for learning, such as concentration, controlling impulsivity, and following instructions. In this paper, we use a rich, representative, longitudinal data set gathered in rural, Gansu province, China in to explore the linkages between iron deficiency, school behaviors requisite for learning, and future educational outcomes. We first provide an overview of common nutritional barriers faced by rural Chinese children. Next, we synthesize research that explores the links between child nutrition and learning behaviors, focusing specifically on the role of iron. Then, we investigate the linkages between iron deficiency and children’s learning behavior in rural schools. To conclude, we examine association between iron-deficiency and future educational outcomes. Because iron can be modified through nutrition, understanding the relationship between iron and learning has important educational implications in China and other developing nations where children suffer from micro-nutrient deficiencies. Perhaps more even more importantly, in the global context of emerging school-based health programs, our findings suggest that nutrition-focused interventions should be an important part of such programs


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